Country Studied: Romania
Type of learning difficulty the case study is supporting:
- Reading and writing difficulties
- Social or emotional difficulties
- General or specific learning difficulties
- Neurodevelopmental difficulties
Aims and objectives of Case Study
The main goal of this case study is to promote successful inclusion of students with LD in foreign language classes.
And the importance of:
- Identify effective teaching strategies
- Address teacher challenges: It recognizes the specific difficulties educators may face when adapting their teaching for students with diverse needs.
- Highlight the importance of IEPs (Individualized Education Plans)
Short description of case study
Setting: This case study explores strategies for integrating students with special needs into a foreign language classroom. The specific age group is not mentioned, but the strategies can be adapted for various age ranges.
Duration: The duration of the case study is not explicitly stated. However, it focuses on a specific program and set of interventions implemented over a designated period.
Focus: The case study emphasizes activities that promote verbal intelligence and cater to various learning styles:
- Verbal-Linguistic: Listening exercises, word games (adapted for accessibility), discussions, role-playing activities.
- Visual-Spatial: Creating flashcards, using pictures and diagrams, watching videos with subtitles or transcripts.
- Kinesthetic-Bodily: TPR (Total Physical Response) activities, using gestures and movement to reinforce language learning.
3 Key learning Principles that were used in this case study to support learners with LD
Multiple Means of Representation: This principle emphasizes presenting information in various formats to cater to different learning styles. The case study mentions using puzzles, games, readings, flashcards, pictures, diagrams, and potentially music/songs (visual, kinesthetic, auditory). This variety allows students with LD to access information through their strengths.
Multiple Means of Action and Expression: This principle focuses on providing students with diverse ways to demonstrate their learning. While the case study doesn’t explicitly mention writing, it highlights activities like TPR (Total Physical Response) and potentially creating flashcards or projects. These options offer alternatives to traditional assessments that might be challenging for students with LD.
Universal Design for Learning (UDL) Framework: While not directly mentioned, the case study aligns with the UDL framework by promoting a student-centered environment. The focus on making teachers facilitators and potentially using project-based assessments suggests a shift from traditional teacher-centered instruction, which can be difficult for students with LD.
Strategies used as part of case study
- Adapting instruction to various learning styles.
- Individualized Learning Plans.
- Guidance on creating and implementing individualized learning plans.
- Collaboration with support services and professionals.
- Strategies for modifying or creating teaching materials to suit different abilities.
- Creating a positive and supportive classroom environment.
Results and impact
Assessment
Focus on progress, not perfection: The case study emphasizes the importance of measuring individual growth and celebrating small achievements.
Variety of assessment methods: This involves using formative assessments (observations, participation, informal quizzes) alongside summative assessments (projects, presentations) to get a holistic view of student learning.
Adapting assessments: The case study suggests modifying traditional tests to make them more accessible for students with LD, for example, by offering extended time, providing answer choices, or using alternative formats (presentations, drawings).
Impact on Students:
- Increased motivation and engagement
- Improved self-confidence
- Enhanced communication skills
Why can this case study be useful for the project research?
The case study provides a real-world example of how educators can integrate students with learning disabilities (LD) into a foreign language classroom. Which fits the objectives of the project.
Transferability
Can be transferable to other contexts with some considerations:
- Analyze the specific learning environment (subject, age, resources) and adapt the strategies accordingly.
- Focus on the transferable aspects and adapting instruction to learning styles.
Resources used as part of case study
Although it mentions the use of assistive technology to support teachers, it does not mention any specific assistive technology.
